|To expose students to a variety of social perspectives related to Poland's rich cultural history. Students, through examination of geography, history, science, art, music, and language arts, will understand Polish culture and Polish-American contributions to society. This unit is meant to be fun and entertaining, but also meaningful learning.
|Curriculum Unit: Survey of Poland
- To gain a basic knowledge of the country of Poland
- To become familiar with the landforms and major rivers of Poland
- To hear and practice simple greetings and expressions in Polish
- To enjoy some Polish folk tales
- To appreciate examples of Polish art, music, and handicrafts
- To be aware of Poland's lengthy and difficult history
|Polish Studies Lesson Plans
- •To develop in the students a fascination about
Poland, her people, culture, history, and food.
- •With this new found fascination, students will
apply inquiry-based skills to learn more about Poland.
- •With a self-selected topic, students will teach
what they have learned to their peers and present their learning during our
school’s annual International Night.
- •To extend my student’s knowledge base
beyond their U.S. borders by comparing and contrasting the Polish and U.S. histories.
|Wycinanki: a Math/Art Lesson in Symmetry
|Employs Polish paper cutouts to discuss mathematical symmetry.
- What things in our world are symmetrical?
- What are some different methods you can use to be sure that
your picture will be symmetrical (besides folding the paper in
- How is your Wycinanki symmetrical?
- Can you name any other artists or cultures who show symmetry
regularly in their work?
|Classical Composer Biography: Frederic Chopin
| Elementary Grades
|A biography of the composer written with the younger set in mind.
|Reading and Responding: The Extra Place
|Day 1: To introduce the story to students and have them reflect on its setting. To stimulate large- and small-group discussion about the story’s meaning.
Day 2: To help students probe the meaning of the text. To help students connect the story to their own lives.
Day 3: To give students the opportunity to think about and discuss a question the text raises that has no easy answers.
|Curriculum Unit: Poland
|Day 1: Introductory Lesson
Day 2: Sharing Books on Poland & Gathering Information
Day 3: Same and Different Maps of Poland:
Physical and Political Features
Day 4: Learning about Poland's People
Day 5: Focus on the Geography Theme of Place
Day 6: Geography theme of Place (focus on physical characteristics of Poland)
Day 7: Venn Diagram & Theme of Place
Day 8: A Taste of Poland While Introducing the theme of Movement
Day 9: Copernicus
Day 10: The theme of Movement and How the Contributions of 2 Other Poles Influenced this World
Day 11: Historical Routes
Day 12: Brainstorming and Discussion
Day 13: Discussion
Day 14: Region questions related to Poland
Day 15: Find Someone Who
Day 16: Review Day, Using 4 of the geography themes (place, movement, HEI, region) to build a quadrama
|Comparing the Art of Mary Cassatt and Olga Boznanska
| 1. Students will compare/contrast selections with a common theme (MEAP Standard
12: Critical Standards).
2. Students will use various non-technological tools to compose text (MEAP Standard
3: Meaning and Communication).
3. Students will use writing as a tool to organize, summarize, and respond to
a specific selection (MEAP Standard 3: Meaning and Communication).
4. Students will adjust one's messages to a particular audience by working in
groups (MEAP Standard 4: all students will use the English language effectively).
|Auschwitz Learning Box
|Author's Introduction: After traveling to Poland for the summer I decided to put together a “learning box” for the Auschwitz concentration camp facilities. The experience was very harrowing, and I thought that many students and teachers could find the materials I collected very helpful when dealing with historical issues of this magnitude. All photographs were taken on site.
|Pope John Paul II: Triumph Over Communism
- discuss major events in Poland that influenced Karol Joseph Wojtyla before he became Pope;
- study one event and its significance in the papacy of John Paul II and describe the reflection of the Pope's beliefs; and
- develop a class timeline of significant historic events in Poland and the papacy of John Paul II.
|Comparative Analysis of the Constitutions of the Republic of Poland and the United States
|Content Standard #5: All students will understand how the world is organized politically, the formation of American foreign policy and the roles the United States plays in the international arena.
Describe the influence of the American concept of democracy and individual rights in the world.
|The Pianist as a tool for classroom instruction about the Holocaust
| In the course of using this unit, students should:
· Gain an understanding of the Holocaust, narrative writing, WWII
· Acquire a basic understanding of Polish history of WWII
· Connect to current events
· Develop an essay based on ideas from non-fiction
· Read a variety of writing: fiction, non-fiction, poetry
· Recognize acts of compassion and courage
· Recognize the difficulties of surviving under adverse conditions
· Recognize example’s of man’s inhumanity and humanity to
· Recognize acts of resistance in the face of great personal danger
· Recognize connections between history and literature
|Reform in a changing society: the case of Poland
|1. Examine educational institutions, processes, and activities in other
2. Gain useful perspectives from which the United States educational system
be studied and better understood;
3. Compare theory and practice between certain countries and the United States;
4. Explore successful models of schooling from abroad that may have important
implications for the improvement of schools in America;
5. Understand that a country's schools are inevitably linked to its ethos;
6. Reduce provincialism and recognize the inter-relatedness of the world; and
7. Cultivate critical-thinking, problem solving, and communications skills.
|Primo Levy's Survival in Auschwitz
|1. What was Levi's background and how did he come to arrive in Auschwitz?
2. How were the Jews "processed" at Auschwitz?
3. What were the living conditions like in the camp?
4. What is the hierarchy of the camp?
What other types of people are at this camp besides Jews?
What do the identification numbers tell the inmates?
5. How does Levi depict the other Jews in the story, especially those who are prominent in the camp system?
6. How do the drowned differ from the saved in Levi's assessment?
7. How does Levi describe the Germans? With what types of Germans does he come into contact?
8. What morals and ethics reigned in the camp conditions?
9. Who were Levi's friends and what were his relationships with them like?
10. What role does Levi ascribe to divine providence in his understanding of what happened at Auschwitz?
11. How do the various members of the Buna community receive the news of the advance of the Soviet army?
12. How does Levi survive the ordeal? What is your impression of Levi as a person after reading this book?